Enquiries - School Office 01843 834431
Faith . Courage . Confidence . Service
Enquiries - School Office 01843 834431

School Development Plan

School Improvement Plan 2019 / 20


As a Catholic comprehensive school following the tradition of Ursuline education we seek the highest standards for all our students. In an atmosphere of mutual respect, trust and care we work together in the spirit of the Gospel to serve the local community and the Diocese. Through encouragement, responsibility and self-discipline we enable each individual to grow spiritually and intellectually in order to make a unique and positive contribution to society.


Examination Results 2019: Headlines


P8:  - -0.18

A8:  - 40.67

A Level

Academic ALPS:  - 8

Vocational ALPS:  - 5


School Targets 2019 / 20


P8:  0

A8:  - 40.67

A Level

Academic progress/ALPS:   - 7

Vocational progress/ALPS:  - 4



Maximise progress at GCSE and A level

Embed the new House system, pupil discipline policy and detention process

Review school reporting to key stakeholders

T & L

Quality first teaching with differentiation in all lessons.


Regular marking and feedback


Suitable and substantial homework is regularly set

Reduce PA and improve Sixth Form attendance



Quality CPD for all staff

Continue to improve the Catholic Life of the school





Further details of benchmarking, targets, actions and review can be found in Individual Action Plans










Catholic Ethos

  • To ensure that the new CL is support and receives any necessary CPD to carry the role effectively.
  • Update the Section 48 SEF.
  • Keep up to date on the inspection changes being introduced in September 2020
  • Further develop SERVIAM across the school with both students and staff
  • Improve visual displays around the school celebrating the Catholic life of the school.
  • Develop a prayer book for both staff and students. Produce resources to support the daily acts of worship.
  • Strengthen the partnership with Ursuline schools and Ursuline links.
  • To increase our work with the Westgate Ursuline Sisters and where possible to involve them more in the Catholic life of the school.
  • Continue to work with the small chaplaincy group that has established.
  • Work with the new CL for Creative Art to have musical performances at key events liturgical events.
  • To engage more with the local community, e.g. singing in local nursing homes at Christmas, raising money for local charities, supporting local food banks.
  • Organise year group retreats.


Leadership and Management

  • Follow the KCSP policy regarding Performance Reviews/Appraisal
  • Ensure Health and Safety reviews are carried out in line with statutory guideline and necessary action is taken to address concerns reported.
  • Review of staff workload
  • Staff welfare review
  • Embed the new House structure
  • Maximise progress at GCSE and A level
  • Focus of vulnerable cohorts
  • Review curriculum at all key stages
  • Continue to work as part of the cluster in sharing good practice
  • Develop staffs understanding of data and how it is presented using different software
  • Quality CPD
  • Continued focus on improving attendance Years 7 -13. 
  • Develop student voice





  • Ensure training is up to date/current for all DSLs
  • Identify any ‘gaps’ in knowledge or confidence in being able to fulfill the role of a DSL (all) and deliver/source any additional training for the needs identified.
  • Calendar regular QA safeguarding meetings for HoH/DSLs to review cases.

•     Devolve further the responsibilities of DSL to each HoH to ensure they have the ‘whole child’ overview.

•     Liaise with CPD coordinator (DB) to ensure regular opportunities for safeguarding updates/training is on CPD calendar.

•     Liaise with HR to develop further the protocols for induction of new staff who start employment mid-year – to ensure their training of safeguarding procedures in the school.

•     Create documentation that confirms topics of welfare/safeguarding are delivered to pupils through assembly/Form times. (Liaise with HoH/DSLs).

•     Continue to identify and secure vulnerable areas of the school.

•     Ensure delivery of safeguarding updates to all staff on the new safeguarding guidelines/KCSIE 2019.

•     Ensure all stakeholders know where/who to find information from.



Quality of Education: Raising Standards Lead – Key Stage 3

  • Monitor & track academic progress of KS3 students. Working at grades for below grade one need to be discussed to allow for better tracking of the weakest of students.
  • Houses to work regularly with JCA to ensure progress of vulnerable groups is monitored.
  • Track and monitor the progress of the most able students in KS3 and closely monitor the teaching groups that they are working in. Set changes to be agreed at certain points throughout the year to allow this to happen.
  • Track and monitor the use of SMHW and ensure that challenging homework is set across all departments. All CL’s to be shown how to set up reports on SMHW to monitor their departments to enable this to take place.
  • Ensure that end-of-year exams continue in a formal setting and that results are analysed and shared with CL.  End of year assessments to be proof read for better consistency.
  • Meet termly with CL to discuss progress data; plan for how targeted students can meet or exceed their targets. CL meetings to be timetabled under new meetings schedule.



Quality of Education: Raising Standards Lead – Key Stage 4

  • Continue to analyse data alongside professional judgment to raise achievement
  • Continue with ACB meetings with CL’’s, Governors and School Improvement Director.
  • Support 4 new CL’s in their role
  • Continue to support and develop CL’s in their analysis of data 
  • Improve reporting to parents
  • Develop CL’s
  • Quality assess PPE assessments
  • Focus on outcomes of vulnerable students
  • Improve parental engagement
  • Raise aspirations, especially with disengaged boys
  • Develop subject enrichment
  • Review support in place for high achievers.


Quality of Education: Raising Standards Lead – Key Stage 5

  • Ensure the right students are on the right courses
  • Review data from 2019 exams & use to inform curriculum pathway for next academic year
  • Use results analysis at departmental level to support increasing focus on exam requirements
  • Work to ensure no U grades and minimize E/P grades
  • Regular forensic analysis of data, including use of Horsforth Quadrant
  • Ensure regular updates surrounding data and priority students are given to CLs through T&L meetings
  • Regular communication with parents regarding progress of students
  • Regular meetings with PiXL associate and embed PiXL strategies where appropriate
  • Increase attendance in both Yrs 12 and 13


Behaviour and Attitudes

To include Behaviour, Destinations/CEIAG, Offsite Education

  • Review of discipline policy in line with new House system
  • Review of school dentition system so it is effective for all parties.
  • Review of record keeping documents and systems used
  • Regular behavior reviews within Houses and action being taken
  • Increased recognition for positive behaviours
  • Launch new support system in house for students who have reoccurring behavioral issues
  • Implementation of CEIAG across all year groups
  • Regular visits of those educated off site and provide support to reduce future NEETS


Personal Development and Wellbeing - Whole Child

To include transition, achievement & rewards, student voice/council, enrichment


  • Develop the programme of transition evenings and days for Year 5 students. Invite students now from a wider range of primaries. Better evaluate the programme with students and staff.
  • Continue with the successful programme for the current Y6 transition day, oversee the transition visits and extra transition events that take place.  Liaise with feeder primaries about future transition project work. Involve CL’s with this.
  • Establish closer links with Catholic feeder primary schools.

Achievement and Rewards

  • Relaunch the rewards system in line with the new house structure.

Student Voice / Council

  • Relaunch student council. Work with sixth form.
  • Provide training for members for public speaking / interview process etc.

PSHE / Tutor Time / Assemblies

  • Implement new tutor time programme rotation and tutor packs; separate Y11/12/13 tutor groups; introduce year group assemblies to cover key safeguarding topics.
  • PSHE: carry out external review; refine programme in light of review; introduce investor in careers; audit safeguarding topics to ensure all are in PSHE.
  • Resilience: develop ‘resilience training’ and building self-esteem opportunities for most vulnerable.
  • British Vales & Equality: provide BV themed P1 to Y7/8; introduce some cross-curricular BV themed projects; deliver BV and equality issues through tutor programme; carry out audit of delivery of equality issues and fill any gaps.
  • CPD: provide CPD on delivery of PSHE, tutor time topics, how to use action research, developing resilience.


  • Embed enrichment into the core curriculum.
  • Target activities for each KS and from each department for the academic year.
  • Review the enrichment process, to include the use of ParentPay which allows better reporting and overview.


Teaching and Learning

To include CPD (CPD for teachers in second subjects), PGCE/NQT, Literacy & Numeracy, promotion of reading

  • Continue to develop METAL programme for observation cycles, learning walks and book looks carried out by SLT & Middle Leaders.
  • Continue to ensure full involvement of Middle Leaders in METAL programme, including department observations, learning walks, book looks.
  • Use information collated from audits, observations, book looks and learning walks to deliver a tailored CPD programme aimed at improving practice to good/outstanding across all subject areas.
  • Set up and oversee coaching to move RI staff to ‘good’ and ‘good’ to ‘outstanding’
  • Continue to make good use of KCSP hubs to aid CPD.
  • Ensure Teaching and Learning meetings for all CLs and SLT take place each term
  • Review department SEF and DIP in light of new Ofsted framework
  • CPD to address Challenge for All & use of AfL (particularly questioning and modelling) in class to ensure progress over time is made by all groups
  • Oversee Thursday meetings schedule, ensuring clear foci for dept & T&L meetings, and that CPD needs for staff are met.
  • Develop provision for PGCE students and NQTs in the school


Quality of Education: Curriculum

To include Curriculum Development & Management (EBacc, 2-year KS4 planning, curriculum mapping); Assessment, Recording and Reporting

  • To review curriculum, offer every academic year with MW and CC and note any changes for timetabling purposes.
  • To evaluate the impact of PSHE and Games in curriculum.
  • To identify with PSHE lead activities for Y11 in the wake of its removal from Y11 curriculum time and assist in the practical logistical setup of these activities.
  • To continue with online options for next academic year and develop a communicating system that reports back confirmed choices to parents.
  • To improve 6th form options process to enable a better-informed curriculum plan for Y12 moving into academic year 2020-21.
  • To hold meetings regarding curriculum allocations earlier and recruit position required after Easter so that all allocations can be completed by Summer half term.
  • With the help of the BTEC IV lead develop a better coursework completion system that also enables a better communication with parents.
  • Change assessment calendar to 9-week cycles and make sure that parents’ evenings and PPE’s are also scheduled into this calendar.
  • Review current reporting procedures and reports at SLT to check if there are any necessary changes throughout the academic year.
  • Improve the use of 4 matrix and ALPS with CL and then into classroom teachers by the end of the academic year.
  • Improvement of coursework completion throughout the year so that it is all completed earlier to give more time to exam components.
  • Look into the possibility of coursework days throughout the year where very little/no core subjects are occurring to assist in completing work quicker.
  • To continue with the moderation of work throughout departments also look into some cross moderating of work throughout KCSP Secondary schools.
  • Also develop the levels into current GCSE grades for the subject’s level descriptors to better gain clarity on what each grade at GCSE looks like.


Quality of Education: Cohorts

To include PP, CIC, EAL, more able (?) Y7 Catch-up, monitoring of PP/Catch-Up funding

  • To ensure regular progress meetings are in place with RSL/HoH.
  • Liaise closely with attendance officer and HoH to address any emerging attendance issues.
  • Liaise with HoH/SVP to identify patterns of behaviour that impact on progress in order to address promptly.
  • Collaborate with VP (assessment/data) and data manager to ensure data is made available following each data drop re analysis for vulnerable cohorts.
  • RSLs liaise with CLs after data drops to plan for appropriate ‘interventions’ – any financial support (PP) is targeted at accelerating progress.
  • Establish evidence based interventions to address ‘gaps’ and support needed.
  • Review PP and Catch Up spending
  • Work with SLT Lead on T&L to improve progress of vulnerable and more able students



  • Support new attendance officer in learning their role
  • Following KCSP attendance policy
  • Sharp focus on Year 11 attendance
  • Improve 6th form attendance
  • Reduce PA
  • Monitor attendance of vulnerable groups and necessary action where required
  • House managers take a more active role in improving and rewarding attendance
  • Increase parental engagement regarding attendance
  • Share good practice with other schools in the academy


Quality of Education: SEN & Student Support

     To ensure regular progress meetings are in place with RSL/HoH.

•     Liaise closely with attendance officer and HoH to address any emerging attendance issues which are becoming barriers to learning/progress.

•     Collaborate with VP (assessment/data) and data manager to ensure data is made available following each data drop re analysis for SEN pupil progress.

•     Liaise with CPD coordinator (DB) to ensure regular opportunities for SEN CPD is on calendar.

•     Closer liaison with SLT re feedback on QFT and SEN strategies used in the classroom setting.

•     Collaborate with HoH/HM to ensure a ‘joint’ focus on the needs and support of SEN pupils – including working with external agencies.

•     Continue to provide staff with specific strategies to support SEN pupils in the classroom.

•     Promote further, the protocols staff should adopt for identifying SEN of pupils.

•     Ensure provision plans are ‘robust’, reviewed and suitable to needs of pupils.

•     Apply for EHCP/HNF as appropriate/needed to support further those identified as exceeding available resources.

•     Develop a ‘nurture’ provision for those high need SEN pupils who are at risk of school refusal/exclusion/alternative provision (PRU) using the protocols of other KCSP schools.